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Network logic more trust, which in turn strengthens the network itself. It is arguable that NWP succeeded because it tapped and refreshed professional trust among the participating teachers. To say this is not simply to play with words for, if this hypothesis is correct, there may well be many different ways of generating high levels of social capital in addition to those specified in the analysis of NWP. The explanation may not lie in particular practices, such as teachers engaging in writing, but in the fact that here is one activity that in this particular context helped to generate high social capital. In a different context – another curriculum subject or another aspect of schooling – very different practices may be successful in generating the high social capital that allows teachers to learn with and from their colleagues in a way that benefits their classroom practices. Indeed, one of the things we really do need to untangle is whether peer-to-peer approaches are always better than expert-to-novice ones in education, or whether the latter have often been less successful because they have lacked a basis of social capital. Indeed, expert-tonovice systems do seem to work in apprenticeship-type relationships where trust is well established, as documented by Jean Lave and Etienne Wenger among others. 3 The problem may be not that expertto-novice approaches are ineluctably destined to failure in the case of teachers’ professional learning, but that we have missed out of our analysis the key underlying feature, social capital, and mistakenly assumed that the surface features, the participants’ identities as experts and novices, are the critical variables that explain the low success rate. Networks, knowledge management and innovation This brings us to another aspect of the wider conceptual framework for networks since 1990, namely the dramatic growth of interest in knowledge management and innovation. From a knowledge management perspective, what we have traditionally called professional learning is very often a form of knowledge creation and knowledge transfer, alternatively conceived as innovation and the dissemination of such innovation. We now 84 Demos
Networks, knowledge and innovation understand better than ever that innovation is very often a social, interactive process rather than one of individual creativity, and that networks play a vital role in the creation and the transfer of new knowledge and innovation. In NWP teachers ‘share best practices’ and do so in a way that seeks to improve on them as well as spread them. The question thus arises: to what degree would it be advantageous to set the Lieberman and Wood analysis not only in its traditional location of professional learning but also in new locations of knowledge management and innovation? There are at least two advantages of so doing. First, it offers the analysis a new and potentially richer set of concepts in which to set NWP and the analytic frame adopted. Second, it would bring into view a new and different research base. Best practice Three examples might help here. Lieberman and Wood commend the ways teachers share their best practices, but they treat the concept of best practice as entirely unproblematic. Exactly what are the defining characteristics of a ‘good practice’ in NWP? It might, of course, mean nothing more than an ideologically approved or politically correct pedagogical practice within the values of NWP. It might mean a practice that an individual teacher has found to be effective in her private experience and judgement. It might mean one that is demonstrably more effective in ensuring student learning. If NWP is effective in knowledge transfer through its networks, it is rather important that the good practices disseminated are ones that are indeed demonstrably effective by some objective evidence. What action was taken to ascertain the basis of the good practices involved in NWP? How much of this learning could be used in other forms of professional development? ‘Good practice’ and ‘best practice’ are often treated as synonyms, even though best is not the same as good. A practice could be considered ‘best’ if it has been shown to be better – more effective or efficient – than other practices. Did NWP uncover or elaborate on a process of moving from ‘good practice’, however defined, to a Demos 85
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Network Logic Who governs in an int
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About Demos Demos is a greenhouse f
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Open access. Some rights reserved.
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Network logic 10. Your friendship n
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We are some way from being able to
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Network logic a weblog called DearR
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Power does not reside in institutio
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